Book Details
Format
Hardback or Cased Book
Book Series
Educational Psychology
ISBN-10
1433115344
ISBN-13
9781433115349
Edition
New
Publisher
Peter Lang Publishing Inc
Imprint
Peter Lang Publishing Inc
Country of Manufacture
US
Country of Publication
GB
Publication Date
May 31st, 2013
Print length
183 Pages
Weight
396 grams
Dimensions
23.40 x 15.80 x 1.70 cms
Ksh 19,600.00
Manufactured on Demand
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This book proposes a framework for critically examining dominant and taken-for-granted ideas in educational psychology, then applies that framework to the examination of Self-regulated learning (SRL) to show how it endorses middle-class conventions, aligns with neoliberal logic, and renders individuals subordinate to oppressive educational structures.
This book has received the AESA (American Educational Studies Association) Critics Choice Award 2013.
Self-regulated learning (SRL) is defined as the strategic pursuit of academic goals that involves the control over thoughts, behaviors, and emotions. This notion is taken for granted as a form of empowerment and as a form of engagement that good teachers will foster. This book is about exploring different sides to this story. It first proposes a framework for critically examining dominant and taken-for-granted ideas in educational psychology, then applies that framework to the examination of SRL to show how it endorses middle-class conventions, aligns with neoliberal logic, and renders individuals subordinate to oppressive educational structures. The book is a critique that is not necessarily intended to lead to the rejection of SRL, but rather to invite teachers, researchers, and policymakers to reflect on the possible consequences and ethics of taking up the aim to institutionalize SRL.
Self-regulated learning (SRL) is defined as the strategic pursuit of academic goals that involves the control over thoughts, behaviors, and emotions. This notion is taken for granted as a form of empowerment and as a form of engagement that good teachers will foster. This book is about exploring different sides to this story. It first proposes a framework for critically examining dominant and taken-for-granted ideas in educational psychology, then applies that framework to the examination of SRL to show how it endorses middle-class conventions, aligns with neoliberal logic, and renders individuals subordinate to oppressive educational structures. The book is a critique that is not necessarily intended to lead to the rejection of SRL, but rather to invite teachers, researchers, and policymakers to reflect on the possible consequences and ethics of taking up the aim to institutionalize SRL.
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